THE DEVELOPMENT OF CHARACTER BASED ON TEACHING … · Character-based teaching materials are instructional ... concluded that character education is a very important education in

International Journal of Education, Learning and Development

Vol.5, No.10, pp.19-36, November 2017

___Published by European Centre for Research Training and Development UK (www.eajournals.org)

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Print ISSN: ISSN 2054-6297, Online ISSN: ISSN 2054-6300

THE DEVELOPMENT OF CHARACTER BASED ON TEACHING MATERIALS

ACCORDING TO THE LEARNING DESIGN EXPERTS THROUGH A

CONTEXTUAL APPROACH AT GRADE V IN SD NEGERI 060841 MEDAN CITY,

INDONESIA

Lamria Theresia Sianipar1,2, Deny Setiawan3, Arif Rahman3

1Student at State University of Medan (Unimed), Medan, Indonesia 2Teacher at SD Negeri 060841 Medan, Indonesia

3Lecturer at State University of Medan (Unimed), Medan, Indonesia

ABSTRACT: The development of character education through learning materials is

understood as the integration of messages and tools, as a vehicle of culture and individual

empowerment. Therefore, it needs to be compiled teaching materials based on character

education. Character-based teaching materials are instructional materials which are designed

to allow the content or the learning activities to facilitate or educate characters through the

insertion of character values. The character-based Civics learning materials through the

contextual approach which are resulted in this development research are valid in terms of

content and constructs. This can be seen based on the results of experts’ validation and

practitioners on the developed teaching materials with valid categories. This result provides

an illustration that the developed teaching materials can be used in learning Civics in grade V

in SD Negeri 060841 Medan City. Character-based Civics teaching materials through the

contextual approach generated in this development study have been declared effective for

improving Civic learning skills and developing student character.

KEYWORDS: Character; Teaching Materials; Learning Design; Contextual Approach

INTRODUCTION

Education is not merely a transfer of knowledge but also a transfer of value. For that reason,

the implanting of cultural values and character of the nation in education is a pillar of support

for the upholding of education in Indonesia. Because character is the values of human behavior

associated with God Almighty, self, fellow human beings, environment and nationality

embodied in attitudes, thoughts, feelings, words and deeds based on religious norms, law,

etiquette, culture and customs. Meanwhile, character education is a system of implanting the

character values to the school community that includes the components of knowledge,

awareness or willingness, and actions to carry out these values both against God Almighty,

self, fellow, environment, and nationality so that they become human beings. Thus it can be

concluded that character education is a very important education in building the moral and

personality of the nation.

Character education in schools with all the components (stakeholders) should be involved,

including the components of education itself that is the content of the curriculum, learning and

assessment process, relationship quality, handling or management of lessons, school

management, implementation of activities or extra-curricular activities, empowerment of

infrastructure, financing and work ethic of all citizens and the school environment. Character

education can be integrated in the learning of each subject. Thus character learning is not only

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in the cognitive domain but also it touches on internalization and real experience in everyday

life. Character education problems that have existed in schools need to be reviewed and sought

alternative solutions and need to develop teaching materials so that it is easily implemented in

schools. The development of character education through learning materials is understood as

the integration of messages and tools, as a vehicle of culture and individual empowerment.

Therefore, it needs to be compiled teaching materials based on character education.

LITERATURE REVIEW

Teaching Materials

Teaching materials are a set of materials that are arranged systematically to be used in the

learning process. According to Hamdani (2011: 120), teaching materials are all forms of

materials arranged systematically used to help teachers or instructors in implementing the

learning process so as to create an environment or atmosphere that allows students to learn.

Then Kemendiknas (2011: 2) explains that teaching materials are all forms of materials used

to assist teachers in implementing the learning process. Another opinion expressed by Ahmad

(2012: 102) that teaching materials is information, tools and text that teachers need for planning

and review of the implementation of a set of learning. Teaching materials can be poured in the

form of hand outs, modules, books, videos, tapes, and others. The development of teaching

materials has several objectives, as stated by Hamdani (2011: 122) that there are several

objectives of teaching materials, namely: (1) helping each student in learning something, (2)

providing various types of teaching materials, (3) in the implementation of the learning process,

and (4) to make the learning process more interesting.

Understanding of Module

According to Winkel (2009: 472), learning module is the smallest unit of teaching learning

program, which is studied by individual students individually or taught by students to

themselves (self-instructional). Nasution (2011: 05) says that the module can be formulated as

a self-contained complete unit and consists of a series of learning activities that are structured

to help students achieve a number of clearly defined and specific objectives. Meanwhile,

according to Daryanto (2013: 9), module is one form of teaching materials that are packed in a

complete and systematic, in which contains a set of planned learning experience and is designed

to help students master specific learning objectives.

Based on some understanding of the module above, it can be concluded that the module is one

of the learning media in the form of print that is packaged in a systematic, interesting, and clear

so easy to learn students independently.

Character Education

Character is a reflection of one's self from the way he behaves. According to Kamus Besar

Bahasa Indonesia (2008: 623), the term "character" means psychic qualities, morality or

character that distinguishes one from another; nature; character. Good or bad character of a

person can be seen from their daily habits in behaving. Lickona (2012: 82) argues, a person is

said to have good character if in real life has three habits, that is knowing the good (habits of

mind), wanting good (habits of hearth), and doing good deeds (habits of action). Based on the

description can be obtained the understanding that the character is a self-image of a form of

attitude, actions, and behavior that can be seen from the habit.





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Character education can be interpreted as values education, moral education, character

education, which aims to give bad decisions, to preserve what is good, and to create good in

daily life with all the heart. According to Lickona (2012: 81), the right characteristic of

education consists of operative value, value in action that includes three interrelated parts of

knowledge of morals, moral feelings, and moral behavior. Meanwhile, Wiyani (2013: 27)

argues that character education is a process of giving guidance to students to become a full

human being who are characterized in the dimensions of the heart, mind, body, and sense and

will. In line with the above opinion, Zubaedi (2012: 19) argues that character education is "a

sincere attempt to understand, shape, cultivates ethical values, both for ourselves and for all

societies or citizens as a whole".

Understanding of Contextual Learning

Contextual approach is one of the student-based approaches. Contextual learning uses various

methods that make the characteristics of Citizenship Education learning has a democratic

feature. It demonstrates the characteristics of learning Civics a new paradigm which is

democratic characterized by democratic learning model.

METHODOLOGY

Types of Research

Developmental research is a research method used to develop a product through a certain stage,

until a product will be produced that tested the level of validity, practicality, and effectiveness

of the needs. According to Sugiyono (2009: 297), research and development is a study that

produces a specific product and test the effectiveness of the product. This research was

conducted to develop a product in the form of teaching materials by integrating character

education in contextual learning. The developmental model used refers to the 4-D model,

proposed by S. Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel. According

Thiagarajan, et al. (in Trianto, 2012: 189) this model consists of four stages of define, design,

development and disseminate.

Research Subjects

The subjects of this study are the students and the teachers of class V-A and V-B class SD

Negeri 060841 Medan City. The criteria used to select the test subjects are as follows:

1) The condition of students according to the needs of research

2) The school environments that support the implementation of research

3) The teachers have not yet created a character-based Civics material through a

contextual approach.

The trials design to be used in the development of the instrument is to use the control class, pre

test and test posts that are stated as follows:





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Note:

T1 = Pre-test

T2 = Post-test

X = The treatment of character-based Civic materials

In conducting a limited trial involves 2 observers. From the results of this limited trial, it is

analyzed and then revised to get the final draft. The purpose of this experiment is to find out

the clarity of the readability of the teaching materials and to see the suitability of the planned

time of the test. When the implementation is conducted, the test is conducted to the student

ability tests which aim to determine whether the developed teaching materials can improve the

character of the students. The test is conducted at the beginning (Pre-test) and end (Post-test)

learning.

Validation Instruments

Validation instruments are used to determine the validity of the designed teaching materials.

This validation sheet will be filled by the validator. This validation sheet contains the

assessment aspects that include feasibility, language, presentation, and appearance. The data

analysis of learning instrument validation results consist of modules, RPP and Tests Learning

outcomes in terms of character development. In general, the assessed aspects are format,

content and language. Activities undertaken to analyze this data are:

a) Putting the assessment data into the table includes: aspect ( Ai) indicator ( I i

), and value (

V ji) for each validator.

b) Determining the average of each indicator of the five validators by the formula:

n

Vm

j

ji

iI

1

(Arikunto, 2011)

Note:

I i = Average value for to-I indicator

V ji= Score of to-j validator's assessment result to the i-indicator

n = Number of validators

j = Validator

The results obtained are written on the columns in the appropriate table.

Test Treatment Test

T1 X T2

T1 T2





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c) Determining the average for each aspect by the formula:

m

Im

j

ij

iA

1

(Arikunto, 2011)

Note:

Ai = average value for the i aspect

I ij= average for the i aspect of the j indicator

m = number of indicators in the i aspect

i = aspect

j = indicator


d) Determining the average value of total validation for all aspects with the formula:

n

An

i

i

aV 1 (Arikunto, 2011)

Note:

V a = total average value for all aspects

Ai= average value for the i aspect

n = number of aspects

j = aspect


e) Specifying the category of validity by matching the total average value (V a) with the

following validity criteria:

1 ≤ Va < 2 : Invalid

2 ≤ Va < 3 : Less Valid

3 ≤ Va < 4 : Quite Valid

4 ≤ Va < 5 : Valid

Va = 5 : Very Valid





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Note:

Va is the value of the determination of the validity level

f) The learning instruments have a good degree of validity if the minimum level of validity

achieved in the category is valid. If the validity level is under a valid category then it is

revised again based on the input of the validator. The revisions are made onward until a

valid learning device is obtained.

Data Analysis Technique

Analytical technique used is descriptive data analysis, which describes the level of validity of

teaching materials, the practicality of teaching materials, the student competencies that show

the effectiveness of teaching materials.

3.5 Analysis of Teaching Material Validity

The analysis of teaching material validity is conducted by using Likert scale based on

validation sheet. The scoring for each category can be seen in the following table.

Table.1; Scoring of Material Validity

Score Category Achievement Percentage Indicator

1 Less Good 0-25

2 Quite Good 26-50

3 Good 51-75

4 Very Good 76-100

(Adapted from Riduwan and Sunarto, 2007: 22)

To measure the calculation and the final value of the validity results the formula of Muliyardi

(in Dahlan, 2012: 91) is used as follows:

𝑅 =∑ 𝑉𝑖𝑗𝑛

𝑖=1

𝑛𝑚x100%

Note:

R : The average result the experts/practitioners assessment

Vij : Score of the expert/practitioner's assessment of j toward I criteria

N : The number of experts/practitioners who assess

M : The number of criteria

The category of the teaching materials validity based on the final value obtained can be seen

in the following table:





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Table.2: Category of Teaching Material Validity

(Widjajanti, 2008:58)

Analysis of the Practicality of Teaching Materials

Analysis of the practicality is conducted including the questionnaire analysis of the teacher’s

and the students’ responses.

a. Analysis of the teacher’s and the students’ Response Questionnaire

Filling out the questionnaire is conducted by using the following answer alternatives:

1 = strongly disagree

2 = disagree

3 = agree

4 = strongly agree

The calculation of the final value of questionnaire data is analyzed by using the formula of

Riduwan and Sunarto (2007: 23) as follows:

𝑁𝐴 = 𝑃𝑆

𝑆𝑀𝑥100%

Note:

NA = Final value

PS = Obtaining score

SM = Maximum score

The category of practicality of teaching materials based on the final value obtained can be seen

in the following table:

Table 3: Category of Practicality of Teaching Materials

Interval Category

0-54 Not practical

55-59 Less practical

60-74 Practical enough

75-84 Practical

85-100 Very practical

(Purwanto, 2006:103)

b. Analysis of Teaching Material Effectiveness

Interval Category

1,00-1,99 Invalid

2,00-2,99 Less Valid

3,00-3,49 Valid

3,50-4,00 Very Valid





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The analysis of teaching materials effectiveness is conducted based on data obtained from data

collection instruments. Data Analysis of the Character Assessment.

The steps taken in the analysis of the student character assessment data are as follows:

1) Giving assessment of each characteristic aspect according to the indicators developed, with

the following provisions:

1 = always, when performing appropriate statements

2 = often, if often do appropriate statements and sometimes do not do

3 = sometimes, if sometimes do and often do not do

4 = never, if not do

2) Summing up the scores from each of the assessed aspects

3) Determining value by the formula:

N = The obtained score (SD) x 100%

Ideal score(SI)

(Abidin, 2012:278)

The category of the students’ character can be determined based on the following table:

Table 4: Category of Student Character Assessment

No. Achievement Level (%) Category Description

1. 76-100 SM Already Culturing

2. 51-75 MB Start Developing

3. 26-50 MT Start Visible

4. 0-25 BT Visible Yet

(Adapted from Kemendiknas, 2010: 24)

The meaning of the character here is marking and focusing the application of virtue value in

the form of action or behavior.

DISCUSSION

This research is a developmental research so that the product of this research is a product that

meets the valid and practical and effective criteria. The development carried out in this research

is a teaching material for students of grade V SD. The main purpose of this research is to

describe the development result of the character-based teaching materials through contextual

approach to material freedom of association. In addition, it also describes the students’

characters and responses to the teaching materials. This chapter presents the research results

on the development of the character-based civics materials through a contextual approach for

class V SD by using the development model of 4-D.

Validation of Learning Design Experts

The validation of learning design on the developed teaching materials is conducted by 1 expert,

Dr. Baharuddin, St, M.Pd who is a lecturer at the Faculty of Engineering UNIMED. The





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validation results of the teaching materials in the form of assessment scores on the aspects of

design learning include on the feasibility of presentation, presentation, language, and image

selection. According to the learning design expert, the quality of the developed teaching

materials is "valid". The validation of the components on the quality of teaching materials

design can be seen in Table 5 below:

Table 5: Validation Result of Teaching Materials by the Learning Design Expert

Assessment

Aspect

Assessment

Indicator Assessment Grid

Validator

Score

Score

Percentage Criteria

Feasibility of

Presentation

Presentation

Technique

1. Systematic consistency of

serving in learning activities 3 75 % Valid

2. Order of concept 3 75 % Valid

Supporting

Presentation

3. Examples of problems in

learning activities 3 75 % Valid

4. Problem training at the end

of learning 3 75 % Valid

5. The accuracy of picture

selection 3 75 % Valid

6. Accuracy of selection the

image color 2 50 % Less valid

7. The accuracy of story

selection 3 75 % Valid

8. Introduction 3 75 % Valid

Presentation Learning

Presentation

9. Student involvement in

learning activities 4 100 % Very valid

10. Encourage students to

answer in their own way 4 100 %

Very

valid

Language Coherence and

Mindset Thinking

11. Interrelationship between

learning activities 3 75 % Valid

12. Presentation Time 3 75 % Valid

13. Ease of language

understanding 3 75 % Valid

Image

Selection

Quality of LKS

Display

14. Display 3 75 % Valid

15. Illustration 3 75 % Valid

The conclusion of the validator of learning design expert on the developed teaching material is

feasible to be used in the field without revision. However, there are suggestions for improving

the quality of developed teaching materials. The criticism and suggestions from the validator

of the learning design expert for revision of the teaching materials can be seen in Table 6 below:

Table 6: Revision of Learning Materials from Validator of Learning Design Experts

Validator Mistakes Suggested Revision

Dr. Baharuddin,St, M.Pd There are some pictures

on the LKS that are less

clear.

Adjust the use of writing with

pictures, symbols, on the

student worksheet





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Test Results of the Practicality of Teaching Material

After the teaching materials are declared valid, the next step is to test to find out the practicality

and effectiveness of the developed teaching materials. The trial test is conducted on the

students of grade V Elementary School 060841 Medan City. The trial is conducted twice

meetings for the material of Freedom of Organization.

The practicality of developed teaching materials can be seen from the observation sheet of

learning implementation, the results of questionnaire analysis by the teachers and the students

practicality, observation of the use of teaching materials by students, and the results of

interviews with teachers.

The Questionnaire Results of Practicality for Teachers

The questionnaire of the teachers’ response is given to find out the teacher's opinions on the

teaching materials that have been prepared. The analysis of data obtained from each

questionnaire of the teachers’ response to the practicality of the teaching materials can be seen

the following table:

Table 7: Results of Master's Response Questionnaire Analysis

Table 7 shows that the average percentage of the respondents' assessment on the character-

based teaching materials of Civics through a contextual approach is in the very practical

category with the percentage of practicality of 88.6%. This means that the developed material

has the practicality of both presentation and use. Thus it can be concluded that the practicality

No. Assessed Aspect Score

1. The language used in RPP is in accordance with 4

2. The language used in the teaching materials is according to EYD 3

3. Placement of appropriate illustration of the image is according to the order of the material 4

4. The description of the sentences easily understood by teachers 4

5. Teaching materials ease the teachers to teach the materials to the students. 4

6. Instructions on the teaching materials ease the teachers to convey the purpose and target of

various activities to the students

3

7. Teaching materials ease the teachers to attract the students' interest in learning 4

8. Images in the teaching materials ease the teachers to help the students understand the

material

3

9. Steps in the RPP R are according to the allocation of available time 3

10. Teaching materials facilitate the teachers in developing the students’ character 3

11. This teaching material can be used as one of the data sources for the assessment of

learning process

4

Obtained score 39

Maximum Score 44

Percentage of Practicality 88,6 %

Category Very

Practical





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of the teaching materials characters based on Civics through a contextual approach based on

the teachers’ response questionnaire is categorized very practical.

The Questionnaire Results of Practicality for Students

The questionnaire of the students’ responses is given to the students to find out the students’

opinions about the practicality level of the teaching materials. The responses questionnaire is

completed by 20 students at the end of the trial. In summary, the results of the practicality on

the student response questionnaire after using the teaching materials can be seen in the

following table:

Table 8. Analysis of the Questionnaire Results of the Students’ Response

Character Assessment

The result of the students’ character assessment is obtained from the observation of the

students’ character during the learning process. The data are obtained from the observation

sheets filled with 2 observers to observe the students' attitudes during the learning process. The

character values observed are meticulous, confident, and creative. The observation result on

the students’ character can be seen briefly in the following table:

No Assessed ASpect Practicality

(%) Category

1. The teaching material has an attractive appearance 91 Very Practical

2. Language in learning material is easy to understand 94 Very Practical

3. The use of writing, color, and drawing on teaching

materials makes it easy for me to understand the lesson

94 Very Practical

4. The teaching materials have clear instructions 96 Very Practical

5. I am interested in learning to use this resource 94 Very Practical

6. The teaching materials really help me in understanding

the reading

94 Very Practical

7. The teaching materials keep me active during the learning

process

91 Very Practical

8. The Worksheets on teaching materials make it easy for

me to discuss with friends

87 Very Practical

9. The pictures in the teaching materials enhanced my

curiosity, so I was interested in learning Civics

87 Very Practical

10. The worksheets in the teaching materials guide me to

work with each other

94 Very Practical

11. Using this resource, Civic learning becomes less tedious 97 Very Practical

12. I am so happy to learn Civics after using this resource 96 Very Practical

Practicality Percentage 93 % Very Practical





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Table 9: Results of Student Character Assessment

No Developed Character Values Values (%) Average Category

P1 P2

1. Thoroughly 68 76 72 MB

2. Self Confidence 60 68 64 MB

3. Cooperation 70 74 72 MB

Average 69,3 MB

Learning Assessment

The assessment of the Civics learning process is conducted by using the rubric assessment. The

aspects that are assessed are discussion activities, presentation of discussion results and

reflection of discussion results. In summary, the results of the students' Civics learning

assessment can be seen in the following table:

Table 10: Results of Civic Learning Process Assessment

No. Assessment Indicator Class Average

Value (%) Category

Discussion Stage

1. Cooperation in group discussions 86,27 Very Good

Discussion of the Percentage Results Stage

2. Reading the discussion results 80,39 Good

3. Explanation of the result of discussion 82,35 Very Good

4. Responding to information 84,31 Very Good

Reflection Stage

5. Making Conclusions 76,47 Good

Average 81,96 Very Good

Table 10 shows the assessment results of the students Civics learning for each assessment

indicator is in the range of 76.47% to 86.27% belonging to the category of good and very good.

While the assessment result process of Civics learning activities as a whole is 81,96% with

very good category. Thus it can be concluded that the character-based Civics teaching materials

through this contextual approach has been said to be effective.

Results Assessment

The assessment of Civics learning outcomes in the form of understanding the test is given to

the students at the end of the meeting. This assessment is intended to determine the extent to

which the understanding that students have gained after following the lesson. After the test

through the student worksheet, the following results are obtained:





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Table 11: Percentage of the Assessment Completeness of the Civics Learning Outcomes

Based on KKM

Number of Students Completeness

Completed (≥70) Not Completed (<70)

20 16 4

Percentage (%) 80 20

From the table 11, it can be seen that from 20 students who take part in the comprehension test,

as many as 16 people or 80% of the students obtained the value above KKM (≥ 70). While the

rest, that is 2 students or 20% obtained the value under the KKM.

Based on these results, it is known that more than 75% of the students who take part in the

learning by using character-based Civics teaching materials through a contextual approach

completed in learning.

Character Assessment

The assessment of the students’ character is based on the observation of the stduents’ character

during the learning process. The instrument used is an observation sheet which is also used in

the development stage. The observation result of the students’ character can be seen in

following table:

Table12: Results of Students’ Character Assessment

No Developed Character Values Values (%) Average Category

P1 P2

1. Thoroughly 68 76 72 MB

2. Self Confidence 60 68 64 MB

3. Cooperation 70 74 72 MB

Average 69,3 MB

Civic Learning Assessment

Similarly, in the development stage, the assessment of the Civic learning process is also

conducted by using the assessment rubric. The aspects are also assessed a number of the

students’ skills from the same activities of discussion, presentation of results of discussion and

reflection of the results of the discussion. The results of the student learning process assessment

can be seen from the following table:

Table 13: Results of the Student Learning Process Assessment

No. Assessment Indicator Class Average Value

(%) Category

Discussion Stage

1. Cooperation in group discussions 85 Very Good

Discussion of the Percentage Results Stage

2. Reading the discussion results 85 Very Good

3. Explanation of the result of discussion 83,33 Very Good

4. Responding to information 81,67 Very Good

Reflection Stage

5. Making Conclusions 76,47 Good

Average 82,33 Very Good





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4.10 Assessment of the Civics Learning Outcomes

The assessment of the Civics learning outcomes is conducted by doing a comprehension test

in the form of learning-related problems. The effectiveness test at the development stage, tests

is also conducted at the end of the meeting. In summary, the results of student understanding

tests can be seen in the following table:

Table 14: Percentage of the Assessment Completeness of Civics Learning Outcomes

Based on KKM

Numebr of students Completeness

Complete (≥70) Not completed (<70)

20 16 4

Percentage (%) 80 20

Table 14 shows that from the 20 students who participated in the test, 16 students or 80% of

the students have scores above the KKM (≥ 70). Meanwhile, 4 students or 20% got the value

under KKM.

Data Validation Results of theLlearning Design Expert

The result of validation of learning design on the developed Teaching Materials of Civics

shows that: 1) the quality of learning design of teaching materials seen from the feasibility of

the presentation is considered very valid, with percentage 71,86%; 2) the quality of learning

design of PKN teaching materials seen from the presentation is considered very valid, with the

percentage of 100%, 3) the quality of learning design of PKN In terms of language is

considered valid, with 75% percentage and 4) the quality of learning design of PKN In terms

of the selection of the image is considered valid, with 75% percentage. The percentage of

assessment results by the design expert of learning can be seen in the following Table 15:

Table 15: Percentage of Average Results of Assessment from Learning Design Expert

Assessmetn Aspect Score Pwercentage Average

Percentage Criteria

Feasibility of Presentation

75 %

71,86 % Valid

75 %

75 %

75 %

75 %

50 %

75 %

75 %

Presentation 100 %

100 % Very valid 100 %

Language

75 %

75 % Valid 75 %

75 %

Image Selection 75 %

75 % Valid 75 %

Average 80,47 % Valid





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Based on the data analysis, it can be concluded that the average percentage of the assessment

results of the learning design of Civic materials is categorized as "valid" with an average score

of 80.47%. The percentage of the results of the assessment of the design expert can be seen in

Figure 1 below:

Figure 1: Chart of Average Percentage the Learning Design Expert Assessment Results

Based on the assessment results of the learning design, there are some things that must be

improved, among others, clarify the color of each image on the Civics teaching materials. After

the revision, the learning design expert stated that the developed Civics learning is suitable for

use in the field without revision and validity.

CONCLUSION

The character-based Civics learning materials through the contextual approach which are

resulted in this development research are valid in terms of content and constructs. This can be

seen based on the results of experts’ validation and practitioners on the developed teaching

materials with valid categories. This result provides an illustration that the developed teaching

materials can be used in learning Civics in grade V in SD Negeri 060841 Medan City.

Character-based Civics teaching materials through the contextual approach generated in this

development study have been declared effective for improving Civic learning skills and

developing student character. This can be seen from the assessment process and the results of

learning Civics. The completeness obtained by the students strongly illustrates that the teaching

materials that have been developed effectively used in Civics learning in class V SD.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

KelayakanPenyajian

Penyajian Kebahasaan Pemilihan Gambar

71.86%

100.00%

75.00% 75.00%

Ave

rage

Pe

rse

nta

tio

n

Learning Design Aspects





34


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